Qualified Teachers

THE IMPORTANCE OF QUALIFICATIONS

Last Tuesday (August 27, 2013) Valerie Strauss featured a piece called, How the public is deceived about ‘highly qualified teachers’. It was written by Kenneth Zeichner, who is

• a professor of teacher education at the University of Washington, Seattle
• a professor emeritus in the School of Education at the University of Wisconsin-Madison
• a member of the National Academy of Education who has done extensive research on teaching and teacher education
• a former elementary teacher team leader in the National Teacher Corps.
• a product of the Philadelphia public school system

Now it's likely that Professor Zeichner would be disqualified from being an expert on teacher education by the likes of Bill Gates, Michael Bloomberg, Arne Duncan, Rahm Emanuel and Michelle Rhee...disqualified because he has real life experience in education as opposed to none for Gates, Duncan, et al and only 3 TFA school years for Rhee. For the "reformers" to acknowledge that Professor Zeichner is an expert when it comes to teacher education would be to admit that they know nothing about it and to call into question their apparent goal of sucking the life out of public educators and public education and selling it to the highest bidder.

Nevertheless, Dr. Zeichner's 40 years as a teacher educator and his degrees in Urban Education and School Organizational Behavior and Change, Teacher Education, are sufficient for me to accept him as an expert. [Of course, those same "reformers" wouldn't care a whit about my opinion...I am, after all, just a teacher...and a retired one at that!]

In any case, Dr. Zeichner wrote,

Despite the complexity of the issue (e.g., variation in state certification requirements and district hiring practices, controversy over research methods), the weight of the evidence indicates that full certification matters for teacher quality. Recent studies have also shown that teacher experience matters and that the continual teacher “churn” that is associated with the short tenure of many non-certified teachers is disruptive to students’ learning.

In other words, this expert on teacher education teaches us that...

1. teachers ought to be certified
2. experience matters
3. teacher "churn" (teacher as temp) is bad for student learning

This is exactly what Finland figured out on its way to becoming a world leader in education, which is why they increased requirements for becoming a teacher rather than lowering standards for public school educators, like Indiana has done. Truthfully, this is what most of us have known for decades as well, and not just for education.

No one would suggest that we elect a president who had no experience. The founding fathers knew this as well. That's why they set an age minimum for the president of 35. Anyone younger wouldn't have the life-experience needed to lead the nation.

No one would suggest that one choose a surgeon with no experience to perform one's heart surgery. No one would suggest that one choose a beginner to fill one's prescription, or roof one's house, or repair one's car. Beginners -- aka apprentices or interns -- might assist, but the person doing the work needs to be an expert. Right?

It has always amazed me that business and legal people who insist that "schools be run like a business" complete with CEOs and "Boards of Directors" would then choose to hire inexperienced and inadequately trained people as teachers. Would they do that with their own businesses? Is that how Bill Gates became a multi-billionaire?

CUTTING CORNERS

Perhaps, when it comes to the education of other people's children, expertise is less important than cutting corners and increasing profit.

The New York Times reports on a charter company which prefers beginners for educators.

At Charter Schools, Short Careers by Choice

HOUSTON — Tyler Dowdy just started his third year of teaching at YES Prep West, a charter school here. He figures now is a good time to explore his next step, including applying for a supervisory position at the school.

Mr. Dowdy is 24 years old, which might make his restlessness seem premature. But then, his principal is 28. Across YES Prep’s 13 schools, teachers have an average of two and a half years of experience.

As tens of millions of pupils across the country begin their school year, charter networks are developing what amounts to a youth cult in which teaching for two to five years is seen as acceptable and, at times, even desirable. Teachers in the nation’s traditional public schools have an average of close to 14 years of experience, and public school leaders and policy makers have long made it a priority to reduce teacher turnover.

But with teachers confronting the overhaul of evaluations and tenure as well as looming changes in pension benefits, the small but rapidly growing charter school movement — with schools that are publicly financed but privately operated — is pushing to redefine the arc of a teaching career.

Many, if not all of the teachers discussed in this article come from Teach for Awhile America, the program which started out by placing high achieving college graduates as "teachers" in hard to fill positions, but is now being used by "reformers" to provide cheap labor for corporate education factories.

The notion of a foreshortened teaching career was largely introduced by Teach for America, which places high-achieving college graduates into low-income schools for two years. Today, Teach for America places about a third of its recruits in charter schools. [emphasis added]

THE COMMENTS

I generally don't read comments because I end up getting angry at the level of ignorance of people spouting off the common myths about public education and public educators. However, I did read a few of the comments from the New York Times article above. There were 386 comments when I left..and, truthfully, I haven't been back to see if there were more. Two, however, piqued my interest...the first from rbowman in Hawaii...

rbowman hawaii
I have been a tenured, successful teacher in 3 different states for close to 30 years. I don't want to judge the whole TFA movement by a small sample size. Here is my experience. A group of 6 TFA teachers arrived within the past 2+ years. Three left to pursue other opportunities including law school. Another is eyeing medical school after this year and the other 2 I am not sure of their plans are because I haven't spoken with them. All are young, bright, energetic, and committed. But it is obvious that TFA/teaching is just a step along the way in their path and, seemingly, a nice entry to add to their resume. I recently overheard a 7th TFAer say to another, "After one more year (3rd) I'm going to get a real job," to which the friend simply nodded her head...

What? "...a real job..."? I'm sorry, but do we really want people teaching our children who look at them as a stepping stone to a "real job?" Is this how we plan to accelerate the learning of struggling students...by providing them with temporary teachers who aren't in it for the long haul? Shouldn't we try to attract and retain the best teachers where the students have the highest need?

Let's hear from one of the young, energetic teachers. We'll see that the children aren't the only ones who are being used and abused.

KristenBrooklyn
On the surface, I am the person this article is referring to. I was a TFA corps member in the Bronx for three years and then I left teaching to pursue a graduate program in another field. I knew I had made a short-term commitment and I was fine with that.

However, last year, I decided to go back to teaching and was hired at one of the large charter school networks quoted in this article. I can say that, for the most part, my fellow teachers were the loveliest, most hard-working people I've ever had the privilege to work with. I was handsomely compensated and had access to resources and technology that no one in my Bronx school could ever dream of. So why did I leave after one year?

It wasn't because I have a short attention span or because I thought I'd "mastered" the profession, as the article suggests. Ms. Rich writes as if we leave out of arrogance or boredom, which is not only disgusting but grossly inaccurate.

The reason why I left, along with 70% of my school staff that year, was because I was physically and emotionally exhausted. The administration is uncompromising. They know it is easier to cut loose anyone who is struggling, making waves, or who isn't able to work a 75-hour work week, than to invest in sustainable teaching practices.

This article is the cover story charter networks tell their board of directors to justify massive turnover. Don't be fooled. If they achieve results on paper, please know that it comes at a human cost.

It seems as if the "reformers'" plan is to overwork teachers so that they'll leave before they can earn too much money, demand a pension, or other benefits. Then, hire the next wave of young graduates and train them for five weeks in the summer, provide them with the expert mentoring of a "three year veteran" and toss them into a classroom.

I can't imagine how anyone thinks this is good for children...good for teachers...or good for public education.

~~~

Sign An Education Declaration to Rebuild America

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.

~~~

Stop the Testing Insanity!

Sign the National Resolution on High Stakes Testing!

~~~

2013 Medley #18

Public Education, Bill Gates,
Grading Schools, Segregation, Reading

STOP WASTING MONEY

Deck Chairs on the Titanic Failure of American Education

We're doing the opposite of what our children need and deserve.

Stress inhibits learning, so we design stressful expectations; dopamine (from pleasurable activities) enhances learning, so we remove joy from schools; homework has very limited usefulness with negative returns after an hour or so (for elementary age kids), so we demand more hours of work; the importance of exercise in brain development is inarguable, so we eliminate recess and gym; the arts are central to human understanding, but we don't have time.

I have been accused of complaining but not offering solutions, so here's a solution: Properly fund schools and allow good teachers to select the materials and pedagogy that serve the actual students in their care. The rest will take care of itself.

And we can take the billions we're wasting on NCLB, RTTT, Common Core and other nonsense and spend it to improve the lives of the shameful number of children who live in poverty in the "richest nation on Earth."

GRADING SCHOOLS

Will Indiana schools reject grades?

Fort Wayne school board and South Bend school board have both rejected the state's A-F grading system after the former state school chief Tony Bennett was caught manipulating school grades to benefit one of his supporter's charter school.

Let's hope that other Indiana school systems follow suit. A full scale A-F rejection by the state's school boards would send a strong message to the legislature.

But celebrating “A schools” suggests the grades were earned. If those schools deserved their As, does it mean other schools in the district deserved the D and F grades they received? Is that really the message that school officials want to send to students, teachers and the public?

Retired Indiana educator speaks out against A-F grading system

NEIFPE co-founder Phyllis Bush has written a letter describing the weakness of the A-F grading system for schools.

While our legislators assume that the reason a family would choose a school is because of a dubious letter grade, I would counter that people choose schools for a variety of reasons, the least of which is an arbitrary grade. Perhaps, many people choose their schools because they want their children to attend neighborhood schools within walking distance from home. Some choose schools because of programs like Montessori or New Tech or IB. Some choose schools because of music or arts programs. Some choose schools because they have talked to friends and neighbors and church members and found that a particular school seems like a good fit for their child. I have never heard anyone say that their kids are going to this or that school because of the State letter grade any more than I remember any kid ever coming back years later to walk down memory lane to remember some awesome test I gave.

SEGREGATION

Breaking News: School Segregation Study Strikes A Nerve

This article is about Texas, but it applies to the entire nation. Schools are more segregated today than ever...segregated by economic status, race and language.

Read Jonathan Kozol's The Shame of the Nation: The Restoration of Apartheid Schooling in America (2006)

Every educator knows that a child’s performance in school has more to do with what happens in their home than with their teachers. A child who doesn’t speak English at home or whose parents are not educated will not do as well on tests. A child who has to work to support their family has less time to study.

...In the past, schools and districts received ratings based on solely on how well the children scored on standardized tests. If a school or district failed to meet state expectations after three years, parents could pull their kids out and the state could shut the schools down.

That led to high turnover in struggling schools, where principals and teachers complained that they could only accomplish so much in a such a short period of time. Educators felt punished for agreeing to teach the state’s most difficult pupils.

[NOTE: For those interested in The Shame of the Nation here's an interesting blog in which four students read, discuss and analyze the book. Start with the oldest entry and work up.]


READING

How the ‘reading wars’ are being reignited

The NCTQ so-called "ratings" of teacher education programs was a farce. They never visited any schools choosing instead to simply look at syllabi and course titles.

They claimed to use scientific based criteria for evaluation, however, when it came to the "requirements" that NCTQ demanded for Reading instruction...

...NCTQ claims the panel was sorting based on the presence of a “scientific basis,” to each textbook, their ratings prove them wrong. For example, Marie Clay, the founder of Reading Recovery and godmother of emergent literacy, is listed eight times, and each time deemed either unacceptable or irrelevant to the study of early literacy. Reading Recovery is the only reading program that has received the highest rating for evidence of positive effects from the Institute for Education Science’s What Works Clearinghouse.

BILL GATES

'Teachers' Letters To Bill Gates' Website Reveals 7 Major Things Educators Want The Mogul To Know

Bill Gates needs to listen to teachers...they obviously know more about education than he does. If he wants to spend his money to improve education he ought to donate it for jobs and health care.

7. Schools should teach children things that can’t be tested, too.
6. One size does not fit all in education.
5. Teacher evaluations should not be heavily tied to test scores.
4. Not all reformers have it right.
3. Give education professionals a seat at the table.
2. No Child Left Behind was bad.
1. Implementing Common Core standards will not fix things.

EDUCATIONAL LEADERS WITHOUT EXPERIENCE

Christie mocks educators and the people of Camden. Who cares?

Governor Christie in New Jersey is like Mayor Emanuel in Chicago. Neither would accept for their own children the kind of education they demand for the poor...untrained teachers and administrators, large class sizes, lack of support personnel, lack of fine arts, inadequate resources...

Christie has appointed someone with minimal experience to lead the Camden NJ schools. He doesn't believe that experience in the field of education matters, at least not in schools where 'other' children attend.

On Monday morning, an obedient state school board will kick dirt in the faces of public school employees who cherished educational leadership as a profession. The tools of the rich will once again be used against the poor.

~~~

Sign An Education Declaration to Rebuild America

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.

~~~

Stop the Testing Insanity!

Sign the National Resolution on High Stakes Testing!

~~~

Test Scores: Punishing Teachers

Teaching Credentials

There's one simple reason that "reformers" don't respect teacher training and experience, education degrees and teachers' credentials in general -- most "reformers" don't have any. Take a look at this short list of some of the loudest voices in "reform."

• Michael Bloomberg (Mayor of NYC, Billionaire) - Johns Hopkins, Electrical Engineering - Harvard, MBA
• Eli Broad (Billionaire) - Michigan State, Accounting
• George W. Bush (President when NCLB was passed) - Yale, History
• Jeb Bush (Former Governor of Florida, Presidential Hopeful) - University of Texas (Austin), Latin American Studies
• Arne Duncan (US Secretary of Education) - Harvard, Sociology (See information on previous US Secretaries of Education here)
• Rahm Emanuel (Mayor of Chicago) - Sara Lawrence, Liberal Arts - Northwestern University, Speech and Communications
• Bill Gates (Billionaire) - Harvard, did not graduate
• Joel Klein (Former Chancellor, NYC Public Schools) - Harvard, JD Law
• Barack Obama (Current President, RttT Era) - Occidental College/Columbia, Political Science - Harvard, JD Law  
• Michelle Rhee (Students First, former TFA teacher) - Cornell, Government - Harvard, Masters Public Policy
• Alice Walton (Billionaire) - Trinity University (San Antonio), Economics and Finance

This is by no means a complete list, and there are some "reformers" -- notably (at least for us in Indiana) Tony Bennett, the former state superintendent of education in Indiana and Florida -- who were, at one time, actual teachers.

If you don't have any education credentials and want to challenge or affect national education policy it's important that you give yourself the appearance of competence. The people in the above list have chosen to do that, at least in part, by attempting to reduce the value of education licenses, degrees and experience.

In order to promote the lie that "the problem with America's public education is bad teachers" the credibility of teachers, their training, degrees and experience must be denied and destroyed. The value, then, of advanced degrees is denied, requirements for teaching in public schools, for becoming a principal or superintendent are lowered, and teachers unions are blamed for "protecting bad teachers." The common refrain from "reformers" is that anyone who knows a particular subject area can teach better than someone who goes through a four year teacher training program. Politicians give lip service to how difficult teaching is and how important it is to have excellent teachers in the classroom, but the actions of politicians, pundits and policy makers contradicts those statements.

The myth of the bad teacher resonates with the general public in part because nearly everyone has been to school and has seen teachers teach. Everyone remembers a "bad" teacher -- often defined as "a teacher my parents or I didn't like" (This is not to deny that "bad" teachers exist, but many, if not most, are weeded out in the first 5 years of their career where nearly 50% quit or are "counseled" out). The memories of their childhood and/or young adulthood in school leads people to believe that teaching is simply providing information and being nice to children. The problem with this is that the memories are distorted by the fact that they are childhood memories complete with the lack of judgment and experience that comes with childhood.

Those of us who have spent any substantial length of time in public school classrooms know how hard it is...we know the obstacles that exist to learning -- lack of administrative and/or parental support, lack of materials, childhood poverty, poor facilities, and a myriad of other daily troubles that interfere with teaching and learning. Our opinion, however, like our credentials, is ignored or marginalized.

All over the country teachers are being evaluated with student test scores. The practice is invalid and unreliable, but "reformers" can use low test scores in high poverty areas as "proof" that

• schools are failing
• failing schools are fill with bad teachers
• bad teachers and schools must be replaced with charter schools or voucher supported private schools.

It comes as no surprise then that the next step in the defamation of professional educators is the denial of teachers' ability to teach by using student test scores as a weapon...and here it is.

Draconian Policy for Weak Teachers

It had to happen eventually. Tennessee will revoke the licenses of teachers whose students fail to post progress on standardized tests ("Teachers Face License Loss," The Wall Street Journal, Aug. 17). Evidently it isn't enough to fire these teachers. They have to be punished, and what better way to do so than preventing them from ever teaching again.

Although Rhode Island, Louisiana and Delaware are also considering pulling the licenses of teachers whose students consistently fail to improve test scores, Tennessee is the predictable center of the strategy. It was at the University of Tennessee in 1992 that William Sanders constructed the controversial value-added model being used to evaluate teachers. The state has already abolished collective bargaining for teachers and made it harder for them to earn tenure.

I expect to see other states joining this Draconian movement. I don't know of any other way to describe it. If the ostensible goal is to improve instruction for students, then why not provide underperforming teachers with help? If they don't improve after a reasonable period of time, then more drastic action is warranted.

Student test scores now linked to teachers’ licenses

...in a handful of states — Tennessee being the newest, joining Louisiana, Delaware and Rhode Island — some teachers seeking to renew their teaching licenses have to meet certain test-score standards.

Never mind that the standardized tests weren’t designed to evaluate teachers, and that testing experts have warned against using these scores for high-stakes decisions.

The test score madness grows.

"Reformers" are understandably excited about this. Arne Duncan, the Secretary of Education with no qualifications, is effusive in his praise for this insane policy. Now we can get rid of trained, licensed teachers if they can't single-handedly overcome the effects of poverty or cure learning disabilities in their classrooms.

Duncan Hails Tennessee for Tying Teacher Licenses to Test scores

“I want to praise Tennessee’s continuing effort to improve support and evaluation for teachers. For too long, in too many places, schools systems have hurt students by treating every teacher the same – failing to identify those who need support and those whose work deserves particular recognition. Tennessee has been a leader in developing systems that do better—and that have earned the support of a growing number of teachers. Tennessee’s new teacher licensure rules continue that effort, by ensuring that decisions on licensure are informed by multiple measures of their effectiveness in the classroom, including measures of student learning. The new system also adds reasonable safeguards to make sure any judgment about teacher performance is fair.”

This is a death sentence for the teaching profession.

The Beat Goes On

In order to continue the destruction of public education and the profession of teaching, new "reformers," who also have little or no education qualifications, must be appointed to run school systems.

Christie Appoints Very Young Former Wall St. Analyst as Camden Superintendent

Rouhanifard has, at best, six years of experience in the education sector. We'll find out soon where he did his TFA stint, but I'd lay even odds it was at a charter school*. And it looks like his administrative experience was solely in the front office: he hasn't run a school, written curriculum, overseen district-level finance, worked in student services...

Look, a LinkedIn resume sometimes masks important work experience. I'll wait until we know more, but for now: no degrees in education, no experience running a district or even being second- or even third-in-command, no principal experince, very limited teaching experience... and, I'm sorry to say this but it's true, limited life experience.

Connecticut Commissioner Puts Uncertified Charter Leader in Charge of Turnarounds

Stefan Pryor was named state commissioner of education in Connecticut two years ago.

He was a co-founder of the Achievement First charter chain, which has achieved a certain notoriety for its sky-high suspension rates (even in kindergarten), inflated graduation rates, and its very low numbers of English language learners (or none at all).

...Many “reformers” see certification as an unnecessary hoop or hurdle through which talented people must jump. But every profession has some form of qualifying process, by examination or course-taking or something.

Hairdressers need to be licensed by the state. So do morticians.

Should education function without any qualifications for those who would teach or administer schools?

Career teachers have been systematically left out of the nation's public education policy making. Their qualifications have been called into question. They are being blamed for all the ills affecting public schools and if any dare to raise a hand in objection they are silenced.

The movement to privatize public education and reduce America's teaching force to untrained temps is continuing without pause.

~~~

Sign An Education Declaration to Rebuild America

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.

~~~

Stop the Testing Insanity!

Sign the National Resolution on High Stakes Testing!

~~~

We Cannot Be Ignored

HOPE AND DESPAIR

I waver back and forth between feeling DESPAIR and thinking we can't possibly compete with the billions and billions of dollars being poured into school "reform" by the foundations of Bill Gates, Eli Broad and Alice Walton...and thinking that we do have HOPE that somehow we'll get our message across that school "reform" is actually a thinly-veiled movement to privatize public education. It's true we have numbers -- very likely a majority of the 3+ million public school teachers in the country -- a large number of parents who are aware of what's going on, and social media to connect us all. The "reformers" on the other hand, have both major political parties and the media.

On the HOPE side are people who are spreading the word.

This morning I watched a presentation at Vanderbilt University by Finnish Educator, Pasi Sahlberg, author of Finnish Lessons. In the two hour presentation he talked about the differences between the countries who are now under the status quo of GERM, the Global Education Reform Movement, and Finland. He listed 5 differences...and the Finnish alternative to each. It's his contention that these, along with other changes made to their education system (especially changes in teacher training) has made the Finnish public school system one of the best in the world. In a nutshell, then, here's what he said (for a more in depth look, see his book, Finnish Lessons),

1. Instead of academics, focus on the whole child. Take a holistic approach to education.
2. Instead of standardization, move towards personalization.
3. Instead of competition, build community. He said that there is a lot of competition in Finnish society, but not in education.
4. Instead of choices for different schools, establish equity. Give the schools what they need to do the job no matter where they are.
5. Instead of accountability develop responsibility, and trust.

At the end of the 11 minute clip below he said, "Don't try this at home" meaning that we can't just transplant the "Finnish Model" in the US and expect it to work the same way. At the end of the talk he said that instead we should use Finland as an example of hope...that change is at least possible.

In order to change our direction in education and adapt some of the things that have worked in places like Finland we would, he said, have to work together in a unified way...something not likely to happen in the US right now.

How can we, supporters of public education, overcome the damage and misinformation coming from the corporate offices of the Gates, Broad and Walton Foundations, groups like Stand For Children and Students First, governor's offices and statehouses across the country, and the US Department of Education?

PROVIDE EVIDENCE

Another voice on the HOPE side is Diane Ravitch, one of the nations most vocal supporters of public education. She has a new book coming out in a little less than a month (pre-order here). Yet, before the book has even been released, the privatizers and "reformers" are attacking it. After accusing Ravitch of making straw man arguments and ad hominem attacks on "reformers", Peter Cunningham does exactly the same thing in attacking a book he hasn't even read yet.

Monitored and Ignored: Ravitch and the Rest of Us

Discussing Cunningham's article, Anthony Cody wrote that that we have to present facts in such a way as to make it impossible to ignore.

...Unless we actually connect in such a compelling way that we cannot be ignored. That is what happened when I pointed out that President's off the cuff comments at a town hall meeting were actually a devastating critique of his own administration's policies. That earned me an email from one of Peter Cunningham's staff, Justin Hamilton, with the subject line "correction to your post," offering to "clarify any confusion" over the administration's position. This was the most substantive exchange, as he had put himself in a position where I could ask him some real questions in order to clear up all this confusion. This exchange even made it into the New York Times.

And it is about to happen again, in spades, when Diane Ravitch releases her new book. That book will be the best rebuttal to Cunningham that we could wish for. It is packed with evidence of the failure of the phony reform project led by Duncan and Gates. And solid proposals to improve education for all children.

I have two thoughts about the fact that critics are trashing Dr. Ravitch's book even before it's published. On one hand, they are not going to let her get away with telling the truth without a fight. This "review" by Cunningham is, I'm afraid, just the beginning of an all-out attack by "reformers." On the other hand, and more important, if "reformers" are attacking her book before it's published, then they know that it is now impossible to ignore her.

TWO VOICES

I'm reminded of the words of Randy Olson, a marine biologist and filmmaker whose 2006 film, A Flock of Dodos highlighted the debate between proponents of Intelligent Design and the scientific consensus that supports evolution (Actually I was reminded of the film just last week when it was mentioned in another blog somewhere which I can't remember).

He talked about getting the message out...and I think his words have some meaning for public education supporters in our current situation. To paraphrase his words from the end of the film so they reflect our topic here...

So in America today we now have two voices for public education. The first voice, that of supporters of public education, is handicapped by its blind obsession with the truth. The second voice, emerging from corporate board rooms, hedge fund operators, politicians, and billionaire philanthropists, understands the need to tell simple, clean stories not constrained by the truth.

There's a famous quote that nothing makes sense in biology except in the light of evolution. We can modify this quote to account for our situation now by saying that nothing in our society today makes sense, except in the light of the information explosion.

Our cultural environment has changed drastically over the past 50 years as we've witnessed our knowledge and information increase exponentially. The result of this changed environment is a general public that is less interested in processing the surpluses of information they're handed. And this has led to new techniques for mass communication.

Privatizers and "reformers" have figured out the need for simple slogans, and instead of wasting time explaining entire stories to the general public, they know how to jump to the conclusions and provide followers with what have come to be known as the talking points...

• public schools are failing
• the problem is bad teachers
• the problem is bad schools of education
• testing will solve everything
• poverty is just an excuse to fail
• ...and on and on and on...

And so we're faced with a question of who will dictate public education policy for our society. Will it be the supporters of public schools? Or will it be the privatizing "reformers?"

Will public school advocates adapt to this new communication environment, or will they go the way of species who failed to change along with their environment?

We have to "connect in such a compelling way that we cannot be ignored". Our voices must be heard above the money...

~~~

Sign An Education Declaration to Rebuild America

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.

~~~

Stop the Testing Insanity!

Sign the National Resolution on High Stakes Testing!

~~~